Abeyta, A. A., & Routledge, C. (2017). The need for meaning and religiosity: An individual differences approach to assessing existential needs and the relation with religious commitment, beliefs, and experiences. Personality and Individual Differences, 123, 6-13. https://doi.org/10.1016/j.paid.2017.10.038
Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental and Science Education, 5(1), 85-103. http://www.ijese.net/makale/12.html
Asghari Sharabiani, A., & Atadokht, A. (2019). The role of the theory of mind and metacognition in predicting emotion dysregulation in male students with attention deficit/hyperactivity disorder. Journal of Psychological Scienc, 18(74), 181-191. http://psychologicalscience.ir/article-1-226-en.html
August-Brady, M. M. (2005). The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students. Journal of Nursing Education, 44(7), 297-304. https://doi.org/10.3928/01484834-20050701-02
Babazadeh Afghan, M., & Najafi, M. (2015). Comparing metacognitive beliefs in patients with obsessive compulsive disorder and depression and normal individuals. Journal of Mazandaran University of Medical Sciences, 25(123), 217-221. http://jmums.mazums.ac.ir/article-1-5525-en.html
Bajovic, M., & Rizzo, K. (2020). Meta-moral cognition: Bridging the gap among adolescents’ moral thinking, moral emotions and moral actions. International Journal of Adolescence and Youth, 26(1), 1-11. https://doi.org/10.1080/02673843.2020.1867206
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296-316. https://doi.org/10.1037/0021-9010.93.2.296
Bercovich, A., Goldzweig, G., Igra, L., Lavi-Rotenberg, A., Gumley, A., & Hasson-Ohayon, I. (2020). The interactive effect of metacognition and self-compassion on predicting meaning in life among individuals with schizophrenia. Psychiatric Rehabilitation Journal, 43(4), 290-298. https://doi.org/10.1037/prj0000413
Bhome, R., McWilliams, A., Huntley, J. D., Fleming, S. M., & Howard, R. J. (2019). Metacognition in functional cognitive disorder a potential mechanism and treatment target. Cognitive Neuropsychiatry, 24(5), 311-321. https://doi.org/10.1080/13546805.2019.1651708
Bourdeaud’hui, H., Aesaert, K., & Van Braak, J. (2021). Exploring the relationship between metacognitive awareness, motivation, and l1 students’ critical listening skills. The Journal of Educational Research, 114(1), 40-51. https://doi.org/10.1080/00220671.2021.1872474
Cao, Z., & Lin, Y. (2020). A study on metacognitive strategy use in listening comprehension by vocational college students. English Language Teaching, 13(4), 127-139. https://doi.org/10.5539/elt.v13n4p127
Capobianco, L., Heal, C., Bright, M., & Wells, A. (2019). What comes first metacognition or negative emotion? A test of temporal precedence. Frontiers in Psychology, 10, 472994. https://doi.org/10.3389/fpsyg.2019.02507
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational Cultural and Psychological Studies (ECPS Journal), 7, 115-141. https://doi.org/10.7358/ecps-2013-007-cera
Cook, S. A., Salmon, P., Dunn, G., Holcombe, C., Cornford, P., & Fisher, P. (2014). The association of metacognitive beliefs with emotional distress after diagnosis of cancer. Health Psychology, 34(3), 207-215. https://doi.org/10.1037/hea0000096
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185. https://doi.org/10.1037/a0012801
Dembo, M. H. (1994). Applying educational psychology (5th ed.). Longman Publishing Group. https://www.scirp.org/journal/openaccess
Du, G., & Man, D. (2022). Person factors and strategic processing in l2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use. System, 107, 102801. https://doi.org/10.1016/j.system.2022.102801
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2010). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26. https://doi.org/10.1080/01443410.2010.506003
Ellis, D. M., & Hudson, J. L. (2010). The metacognitive model of generalized anxiety disorder in children and adolescents. Clinical Child and Family Psychology Review, 13(2), 151-163. https://doi.org/10.1007/s10567-010-0065-0
Estévez, A., Momeñe, J., Macía, L., Iruarrizaga, I., Olave, L., & Aonso-Diego, G. (2024). The mediating effect of coping strategies and emotion regulation in the relationship between impulsivity, metacognition, and eating disorders. Nutrients, 16(12), 1884. https://doi.org/10.3390/nu16121884
Fu, Y., Wang, M., Min, S., Zhou, S., & Pan, X. (2023). Exploring the relationship between metacognitive awareness and chinese efl learners’ listening skills. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1148610
Gharayeli, Z., & Saberi, H. (2020). Relationship between metacognition and delusional beliefs with obsessive-compulsive symptoms. Journal of Thought & Behavior in Clinical Psychology, 14(56), 17-26. https://www.sid.ir/paper/366478/en
Haidar, A. H., & Al Naqabi, A. K. (2008). Emiratii high school students’ understandings of stoichiometry and the influence of metacognition on their understanding. Research in science & technological Education, 26(2), 215-237. https://psycnet.apa.org/record/2008-07682-007
Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33(4), 875-893. https://doi.org/10.1016/j.cedpsych.2007.07.002
Halmo, S. M., Yamini, K. A., & Stanton, J. D. (2024). Metacognition and self-efficacy in action: How first-year students monitor and use self-coaching to move past metacognitive discomfort during problem solving. CBE-Life Sciences Education, 23(2). https://doi.org/10.1187/cbe.23-08-0158
Hongyan, Z., Guixia, N., & Huiqing, T. (2009). Notice of retraction: The research of metacognitive theorys training on English self-efficacy. In Proceedings of International Conference on Computer Technology and Development, 2, 487-490. IEEE. https://doi.org/10.1109/ICCTD.2009.95
Hoyer, J., Beesdo, K., Gloster, A. T., Runge, J., Höfler, M., & Becker, E. S. (2009). Worry exposure versus applied relaxation in the treatment of generalized anxiety disorder. Psychotherapy and Psychosomatics, 78(2), 106-115. https://doi.org/10.1159/000201936
Isaacson, R., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55. https://files.eric.ed.gov/fulltext/EJ854910.pdf
Jantz, C. (2010). Self-regulation and online developmental student success. Journal of Online Learning and Teaching, 6(4), 852-857. https://jolt.merlot.org/vol6no4/jantz_1210.pdf
Jenaabadi, H. (2016). The relationship of metacognitive strategies and creativity with learning styles of students who have siblings with internalizing, externalizing, and emotional disorders. Biquarterly Journal of Cognitive Strategies in Learning, 4(6), 1-15. https://doi.org/10.22084/j.psychogy.2016.1434
Jinkerson, J. D., & Battles, A. R. (2018). Relationships between moral injury syndrome model variables in combat veterans. Traumatology an International Journal, 25(1), 33-40. https://doi.org/10.1037/trm0000163
Karimi, F., Salarifar, M. H., Salehi, M., & Shademani, P. (2021). A comparison of the metacognitive knowledge of weak and strong students in problem solving. Quarterly Journal of Family and Research, 17(4), 11-26. http://qjfr.ir/article-1-1704-en.html
Kim, S. T., Park, C. I., Kim, H. W., Jeon, S., Kang, J. I., & Kim, S. J. (2021). Dysfunctional metacognitive beliefs in patients with obsessive-compulsive disorder and pattern of their changes following a 3-month treatment. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.628985
Knouse, L. E. (2008). AD/HD, Meta-memory and Self-regulation in context. [Doctoral dissertation, University of North Carolina]. https://libres.uncg.edu/ir/uncg/f/umi-uncg-1674.pdf
Koriat, A., Ma’ayan, H., & Nussinson, R. (2006). The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behavior. Journal of Experimental Psychology General, 135(1), 36-69. https://doi.org/10.1037/0096-3445.135.1.36
Lobban, F., Haddock, G., Kinderman, P., & Wells, A. (2002). The role of metacognitive beliefs in auditory hallucinations. Personality and Individual Differences, 32(8), 1351-1363. https://doi.org/10.1016/s0191-8869(01)00123-4
Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632
Magno, C. (2010). Assessing academic self-regulated learning among filipino college students: The factor structure and item fit. The international Journal of Educational and psychological assessment, 5, 61-76. https://ssrn.com/abstract=2287208
Muncer, G., Higham, P. A., Gosling, C. J., Cortese, S., Wood-Downie, H., & Hadwin, J. A. (2021). A meta-analysis investigating the association between metacognition and math performance in adolescence. Educational Psychology Review, 34(1), 301-334. https://doi.org/10.1007/s10648-021-09620-x
Nbina, J., Viko, B., Null, N., & Null, N. (2010). Effect of instruction in metacognitive self-assessment strategy on chemistry self-efficacy and achievement of senior secondary school students in rivers state, nigeria. Academic Leadership the Online Journal, 8(4), 19. https://doi.org/10.58809/itme4108
Nieto, M. Á. P., Delgado, M. M. R., Mateos, L. L., & Bueno, N. (2010). Cognitive control and anxiety disorders: Metacognitive beliefs and strategies of control thought in gad and ocd. Clínica Y Salud, 21(2), 159-166. https://doi.org/10.5093/cl2010v21n2a5
Nkoana, S., Sodi, T., Makgahlela, M., & Mokwena, J. (2021). Cancer survivorship: Religion in meaning making and coping among a group of black prostate cancer patients in south africa. Journal of Religion and Health, 61(2), 1390-1400. https://doi.org/10.1007/s10943-021-01406-3
Nordahl, H., Anyan, F., Hjemdal, O., & Wells, A. (2021). Metacognition, cognition and social anxiety: A test of temporal and reciprocal relationships. Journal of Anxiety Disorders, 86, 102516. https://doi.org/10.1016/j.janxdis.2021.102516
Pennequin, V., Questel, F., Delaville, E., Delugre, M., & Maintenant, C. (2019). Metacognition and emotional regulation in children from 8 to 12 years old. British Journal of Educational Psychology, 90(1), 1-16. https://doi.org/10.1111/bjep.12305
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Pournamdarian, S., Birashk, B., & Asgharnejade Farid, A. A. (2012). The clarification of contribution of meta-cognitive beliefs in explaining the symptoms of depression, anxiety and stress in nurses. Journal of Knowledge & Research in Applied Psychology, 13(49), 86-94. https://www.sid.ir/paper/163798/en
Preiss, D. D., Ibaceta, M., Ortiz, D., Carvacho, H., & Grau, V. (2019). An exploratory study on mind wandering, metacognition, and verbal creativity in chilean high school students. Frontiers in Psychology, 10, 418414. https://doi.org/10.3389/fpsyg.2019.01118
Rani, A. (2024). Exploring the relationship between social networking engagement, metacognitive strategies, and psychological well-being among college students during transition periods. Educational Administration: Theory and Practice, 30(5), 7884-7891. https://kuey.net/index.php/kuey/article/view/4256/2842
Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning english as a foreign language: An overview. Procedia-Social and Behavioral Sciences, 31, 73-81. https://doi.org/10.1016/j.sbspro.2011.12.019
Rezvan, S., Ahmadi, S. A., & Abedi, M. R. (2006). The effects of metacognitive training on the academic achievement and happiness of esfahan university conditional students. Counselling Psychology Quarterly, 19(4), 415-428. https://doi.org/10.1080/09515070601106471
Roussis, P., & Wells, A. (2008). Psychological factors predicting stress symptoms: Metacognition, thought control, and varieties of worry. Anxiety Stress & Coping, 21(3), 213-225. https://doi.org/10.1080/10615800801889600
Ryum, T., Kennair, L. E. O., Hjemdal, O., Hagen, R., Halvorsen, J. Ø., & Solem, S. (2017). Worry and metacognitions as predictors of anxiety symptoms: A Prospective study. Frontiers in Psychology, 8, 924. https://doi.org/10.3389/fpsyg.2017.00924
Salarifar, M. H., & Pouretemad, H. R. (2011). Believes and meta-cognitive state, inhibitor or facilitator of academic self-regulation. Counseling Culture and Psycotherapy, 2(7), 31-48. https://doi.org/10.22054/qccpc.2011.5929
Salarifar, M. H., & Pouretemad, H. R. (2011). Beliefs and metacognitive state, inhibitor or facilitator of worry. Counseling Culture and Psycotherapy, 2(5), 79-94. https://doi.org/10.22054/qccpc.2011.5902
Salarifar, M. H., Salehi, M., & Syarfard, Z. (2020). An exploratory study on the relationship of religious metacognition with depression and suicidal thoughts. Counseling Culture and Psycotherapy, 11(42), 97-120. https://doi.org/10.22054/qccpc.2020.50183.2323
Spada, M. M., Nikčević, A. V., Moneta, G. B., & Wells, A. (2008). Metacognition, perceived stress, and negative emotion. Personality and Individual Differences, 44(5), 1172-1181. https://doi.org/10.1016/j.paid.2007.11.010
Spada, M. M., Georgiou, G. A., & Wells, A. (2009). The relationship among metacognitions, attentional control, and state anxiety. Cognitive Behaviour Therapy, 39(1), 64-71. https://doi.org/10.1080/16506070902991791
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2), 117-139. https://doi.org/10.1076/edre.10.2.117.27905
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE-Life Sciences Education, 20(2), 3. https://doi.org/10.1187/cbe.20-12-0289
Sutin, A. R., Luchetti, M., Stephan, Y., & Terracciano, A. (2020). Meaning in life and risk of cognitive impairment: A 9-year prospective study in 14 countries. Archives of Gerontology and Geriatrics, 88, 104033. https://doi.org/10.1016/j.archger.2020.104033
Swanson, H. L. (1993). An information processing analysis of learning disabled children’s problem solving. American Educational Research Journal, 30(4), 861-893. https://doi.org/10.2307/1163207
Tan, S., Moulding, R., Nedeljkovic, M., & Kyrios, M. (2010). Metacognitive, cognitive and developmental predictors of generalised anxiety disorder symptoms. Clinical Psychologist, 14(3), 84-89. https://doi.org/10.1080/13284207.2010.521521
Thingbak, A., Capobianco, L., Wells, A., & O’Toole, M. S. (2024). Relationships between metacognitive beliefs and anxiety and depression in children and adolescents: A meta-analysis. Journal of Affective Disorders, 361, 36-50. https://doi.org/10.1016/j.jad.2024.05.123
Tok, H., Özgan, H., & Döş, B. (2014). Assessing metacognitive awareness and learning strategies as positive predictors for success in a distance learning class/uzaktan eğitim sınıfında başarının pozitif yordayıcısı olarak bilişötesi farkındalık stratejisi ve öğrenme stratejilerinin değerlend. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(14), 123-134. https://dergipark.org.tr/tr/pub/mkusbed/issue/19556/208643
Tumkaya, S., Karadag, F., Yenigun, E. H., Ozdel, O., & Kashyap, H. (2018). Metacognitive beliefs and their relation with symptoms in obsessive-compulsive disorder. Nöro Psikiyatri Arşivi, 55(4), 358-363. https://doi.org/10.29399/npa.22655
Turgut, S., & Uğurlu, M. (2024). A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students. Psychology in the Schools, 61(5), 1848-1867. https://psycnet.apa.org/doi/10.1002/pits.23141
Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., Cerezo, R., & Muñoz-Cadavid, M. A. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724-731. https://pubmed.ncbi.nlm.nih.gov/18940075/
Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3(2), 123-146. https://doi.org/10.1007/s11409-008-9022-4
Walkenhorst, E., & Crowe, S. F. (2008). The effect of state worry and trait anxiety on working memory processes in a normal sample. Anxiety Stress & Coping, 22(2), 167-187. https://doi.org/10.1080/10615800801998914
Wilson, C., Budd, B., Chernin, R., King, H., Leddy, A., Maclennan, F., & Mallandain, I. (2010). The role of meta-cognition and parenting in adolescent worry. Journal of Anxiety Disorders, 25(1), 71–79. https://doi.org/10.1016/j.janxdis.2010.08.005
Yaris, S. (2010). The mediating role of metacognition on the relationship among depression/anxiety/negative impact of life experiences and smoking dependence (Master's thesis, Middle East Technical University). https://hdl.handle.net/11511/19389
)